Play-Based Pedagogy in ECE Centres: An Emphasis on Module Improvement for Expanse Students

The tenacity of the study was to establish the impact of play-based pedagogy in ECE centres by focusing critically on module growth for expanse students. The research was moored on learning through play approaches.120 ECE learners and 3 teachers participated in this research. Data were collected through non-participant observations, interviews, focus group discussions and audio-visual methods in three ECE classrooms on selected teachers and children. The findings show substantial improvement on learner participation, interaction and self-regulation for children in schools that have implemented appropriate play-based pedagogy. The play-based teaching methodology is faced with challenges of time management, lack of teaching/learning materials and the use of the familiar language. It was observed that modules for expanse students require aspects of learner involvement, interaction, problem-solving, self-direction and stimulation in addition to the five main processes of module production. The study recommended the inclusion of play-based pedagogical aspects in the modules developed by the University and further research to compare schools that have already implemented play based to those that have not or are still struggling with implementation. It further recommends triangulation of methods and research that is focused on professor-student interaction, student to student interaction and collaboration, student involvement and demonstration of interest as an addition on how teachers are employing play- based pedagogy generally and how best practices such as experiential learning activities could be included in modules to be used by in-service teachers.